As new words are met containing known sounds, the pupils should apply their knowledge of phonics.  For example, if the word “catch” appears, the pupils sound “c,” the teacher pronouncing “atch” underlining that part of the word as she tells it,—­the pupil puts these sounds together and discovers the new word for himself.  If the new word is “cab,” the only help from the teacher is the short sound of “a”.  This given the pupil sounds “a” and “b” slowly; then faster, until the result of the blended sounds is “ab.”  Combine “c” with “ab” in the same manner until by the blending of the sounds the word is recognized.  Only such help should be given, as will enable the pupil to help himself.

“Ball,” “red” and “cup” now become type words with which “b” “r” and “c” are associated respectively, and from which the pupil gets his “cue” if he fails to give the sound of the letter at sight.  Thus all the consonants are taught, from suitable sight words which the child has already learned.  They need not however, be the ones given here,—­for “b” it may be “baby,” “ball,” “boy,” or “box,” but let it be a word familiar to the class and easily remembered.  For “d” it may be “doll,” “day,” or “dog;” for “y”, “you”, “yellow”, etc.

The teacher should previously go through the text and select the words she wishes to use as type words in teaching the consonant sounds.

3. First Steps in Writing and Spelling.

As each consonant sound is taught its written form may be learned.  On rough manila paper, using waxed crayons, make copies of the letters about two inches in height, for each pupil.  At his desk the child traces with his fore finger, going over the smooth path again and again—­thus developing psycho-motor co-ordination.  Each time the letter is traced, the pupil sounds it softly, and as soon as he is sure of the form, runs to the board and writes it.

The writing at first may be entirely at the blackboard, where the teacher’s copy may be reproduced.  For the slower ones who have difficulty with the form, a good practice is to “write it in the air,” the pupil pointing with index finger and following the teacher as she writes, also tracing the teacher’s copy with pointer, using free, rapid movement. (Tracing with crayon or pencil tends to slow, cramped writing, and should not be encouraged.) Thus when the forms of the letters are learned and associated with the sound, the pupils are able to write phonetic words from dictation as well as to “spell by sound.”

4. Consonant Drill.

(1) With a rubber pen, a set of type, or with black crayola, and cardboard, a set of consonant cards may be made, one for each sound.  On one side of the card is written or printed the type word with the consonant sound below; on the other side, the consonant alone, thus: